Levels of English Reading Anxiety, Contributing Causes, Reading Comprehension, and Coping Mechanisms Among the Senior High Learners of Baluan National High School

This study delves into the pervasive issue of reading anxiety among senior high school learners at Baluan National High School. Through a comprehensive analysis of gathered data and focal group discussions, the research identifies the learners’ level of reading anxiety, causal factors, correlations with comprehension, and coping mechanisms employed by learners. Findings reveal a high level of reading anxiety predominantly rooted in learners’ reliance on their first language, influenced by factors such as vocabulary challenges, unfamiliar topics, cultural disparities, and discomfort with teaching methods. Moreover, the study establishes a negative correlation between reading anxiety and comprehension, indicating that higher anxiety levels correspond to lower reading comprehension. To cope with this anxiety, learners employ proactive self-learning, strategic reading techniques, multimedia utilization, and digital aids and seek feedback and support. Based on these findings, recommendations are proposed to address reading anxiety effectively. Furthermore, recommendations extend to the school and the Department of Education, urging collaborative efforts, practical assessments, remediation strategies, and increased budget allocations to uplift learners’ reading skills. The study concludes by suggesting the replication of this research among junior high school learners to gain deeper insights into their comprehension struggles, utilizing qualitative research approaches to comprehend learners’ perspectives comprehensively.